Wordle of this Blog

Thinking about some ways that I could use this in the classroom...
Thoughts?
This comes from the excellent website: www.wordle.net

The days...

Are stacking up. A good cry and some effort to refocus can do wonders for a (student) teacher's resolve. 

Today's lesson was better than last week's lesson and tomorrow will be better still. Lessons will be posted soon. We're reading Antigone... slowly, but surely, I'm getting ideas.

Pre-Semester Reflections...

... as requested by JC and LM.

As an exercise for my Methods class, I was asked to reflect on four questions. Here are my responses (with minor edits and amendments):

1. What do you think you will be naturally good at in this work?
Using my Summer School teaching experience to inform this reflection, I feel that I have a natural, non-judgmental and approachable teaching style that allows me to truly meet student where they're at. Also, it is in my nature to constantly reevaluate policy and protocol to ensure fairness. I work hard to use culturally relevant teaching methods and to create lessons and activities that are engaging beyond the text (connections! connections!).

2. What do you most look forward to teaching in the subject matter that you will teach? Why?
I am most excited to foster personal connections with the texts that we'll be reading. I am a strong believer in active reading, that reading is more than lying on your bed letting words pour over you and I think that it will be a lot of fun to bring world literature to life in the classroom, whether we're debating the fate of Mersault while reading The Stranger or listening to music from South Africa as we read Things Fall Apart. I also look forward to working with the students on media literacy, though I admittedly don't know exactly what that will look like yet.

3. What fears do you have about this experience?
I am afraid that the students will hate me (I imagine one or two will, of course). I am also afraid of the cafeteria (I have always been afraid of cafeterias). I am afraid that I will unintentionally hurt/offend a student, but hope that if that happens we can mend the wound and learn from the experience. Also, (per my dream the other night) I am afraid that I will oversleep on the first day and show up in sweatpants (I am only partially kidding here). I am also acutely aware of what I am wearing, whether my tattoo is showing, if I have the same scarf/shirt/shoes as one of my students. These superficial fears come from conversations with students, which fueled my naturally self-conscious state. 

4. What skills, habits, behaviors, and attitudes do you think you'll have to really work at?
I think that I will need to work to curb my sarcasm as I am sensitive to the ways that can be interpreted. I will need to be vigilant when it comes to time management and studying, reading, grading, planning, etc. in order to ensure that each class (I'm taking or teaching) is getting enough attention. I will also really need work at planning ahead, I like the security that comes with foresight and planning, but sometimes struggle with actually planning. In the same vein, I have already been working to establish strong organizational systems for myself to help me find things, stay focused, feel in control, and even reflect/process.

A Give and Take on Caufield

This evening, while poking around my Google Reader, I came across this article in Good Magazine:

Anne Trubek on Why We Shouldn’t Still Be Learning Catcher in the Rye

Naturally, I was intrigued and so I read the piece and continued on to the comments where I found the following:

THE ORIGINAL COMMENT POSTED:

I first read Catcher in the Rye three years ago when I was a freshman in high school, and I honestly believe that Catcher in the Rye is far more appealing to adolescents than any of the books that you have listed.

No other book can resonate with so many adolescents. Look at the books in your "revised syllabus." The characters of these books are "Dominican adolescents," a "teenage outcast" who falls mute, "two eighth-graders in a Columbine-style school massacre," a daughter who must deal with "life on the road," "a scholarship boy with literary ambitions," etc. How could any of these characters be 'relatable' to a wide range of teenagers? Having experienced the displeasure of reading these books, and others like them, I can firmly state that none of the characters within them resonated with me, or the majority of my peers.

Holden's problem is simple. He isn't ready to accept the world for what it is. That is the essence of adolescence, and the reason for his timelessness.

As I moved on to the next article in my RSS Feed, I felt that gnawing little compulsion to respond and decided that I've let enough of these comments by in my life and I can spare the few moments to tell this commenter what I think. I am sensitive to the fact that he is an incoming high school senior.

MY RESPONSE:

I would like to comment on this statement:
The characters of these books are "Dominican adolescents", a "teenage outcast" who falls mute, "two eighth-graders in a Columbine-style school massacre," a daughter who must deal with "life on the road," "a scholarship boy with literary ambitions," etc. How could any of these characters be 'relatable' to a wide range of teenagers?

To respond, none of the identities listed are any more isolated or less relatable than that of a privileged white man. In fact, I would argue that the alienation felt across identities of race, class, gender, ability, sexuality, and even environment makes these characters more relatable and even challenges readers to connect with characters on a number of levels.

I appreciate that you spoke to your personal experience with these books and with Catcher in the Rye, but I would also say that the conflicts in these other books are no less universal than Caufield's.

I am grateful for a few suggested alternatives to Catcher in the Rye as - while I acknowledge its importance - I am also sensitive to the importance of having diversity among the authors and characters represented in any English literature curriculum.

Day i

Countdown til we go live: T minus 5 days

Today I paid a visit to the high school that I will be student teaching at this Fall. Even as I pedaled my bike up the hill, I felt my legs aching under the weight of my books, my thoughts and my anxieties. I arrived in time to catch the tail end of a (free-for-all) technology training session. As I stepped in and took in the faces of the people around me, I had a minipiphany: all of the teachers in the room looked alike (not in a Stepford Wives way, but a "hey! they're human beings too!" way). Only now, as I'm writing this do I wonder if I took some confidence in that homogeny because they all looked like me (white, middle-ish class, liberal). That is a topic for another entry. 

Last night, my mind was full of those ugly voices I work hard to suppress during the school year and in just a few moments with my cooperating/mentor teacher, I felt those voices turn mute. Relief. In the span of an hour, I moved from anxious, unsure, incapable, and underprepared to excited, confident, well-read, and innovative. Ah, the power of community.

Perspective

If you haven't already spent an afternoon combing through the shrewd 3x5 ruminations at www.indexed.blogspot.com then I offer this taste and encourage you to click as quickly as possible and tool around. 

Today's card is humbling and timely. I will be hanging this over my desk in the next few seconds.

Speaking of Inaccessible...

Today, I removed myself from the confines and distractions of my living room (normal work space) and hiked up to the library to work on annotating the MA Curriculum Frameworks. Before today, I have been making pencil notes in the margins for each of the Strands. Today I created a (rather) kick-ass template to document my curriculum notes and lesson plan ideas, which you can see here:So, as I'm working through this, I keep coming across pieces of information that are difficult to decipher. An example:

5.23 Identify simple, compound, complex, and compound-complex sentences. Forgive me, but I do not know how to do that... Another example:

5.24 Identify nominalized, adjectivial, and adverbial clauses.

or

5.25 Recognize the functions of verbals: participles, gerunds, and infinitives.

Now I am confident that I will be able to figure these things out (and they aren't all a complete mystery - I can identify a gerund in most circumstances), but how will I present this to the class without boring them to tears? With some help from the spouse, I have settled on two possible approaches. The first option is to divide the class into small groups, assigning each group one of these to research thoroughly, once they can tell you as much about a gerund as they can about last night's episode of Gossip Girl, then they will teach the class through some creative act (i.e. a skit). The second option, though really it's just part two of this lesson, is to have students bring in the lyrics to a favorite song or, if they prefer, a poem. In small groups, we will identify all of these things in their selected text and consider (in writing) the impact and function of said items. 

Now, there are also strands like:

5.30 Identify, describe, and apply all conventions of standard English. 

I don't want to be nit picky, but this seems vague. Maybe I've spent too much time with these today or maybe I'm approaching bitter, but this reads like a cop out. Aren't there hundreds of books written on this very thing? I understand that it is challenging to layout everything students should learn in a mere 130 pages, but there are some glaring issues here:

• The assumptions made about the prior knowledge that the teacher should have. (There are many readings referenced that I have never read nor heard of, in some cases. I am a more-rounded-than-average reader, or I thought I was.)
• The belief that being able to identify a gerund is a crucial component to a rounded English Language Arts education. 
• The language used to describe some of these Strands is often too vague to hammer down or too dense to crack open. (In defense of the Department of Education, I should also say that many of these are well worded and have explicative - if boring - examples of classroom activities.) 
  

My next step, after slogging through the second half of the curriculum, will be to find all the ways that these strands can overlap and to find engaging ways to teach them. I'll be digging my smoke and mirrors out of storage tomorrow.